Teaching Lab End of Year Report: CA_West Contra Costa_Murphy ES
2022-2023 End of Year Report
Background
Teaching Lab collects a variety of data to understand the impact of its PL for educators and students. Please see this resource for a visual overview of our evaluation framework. Additionally, the narrative of our evaluation plan provides more details.
To date (Jun 05, 2023), Teaching Lab has collected the following data during SY22-23:
0 complete responses to the End of Session Survey section of the survey that gathers participant feedback on facilitation from session to session;
0 complete responses to the End of Course Survey section of the survey that gathers participant feedback on each PL course;
1 complete responses to the Ongoing Coaching section of the survey that gathers participant feedback on each Coaching session;
0 complete responses to the End of Coaching section of the survey that gathers participant feedback on each Coaching performance;
0 complete responses to the first Knowledge or Self-Reported Practices Assessments and 0 to the second Knowledge or Self-Reported Practices Assessments;
0 complete responses to the Baseline Diagnostic Educator Survey that collects information on teachers’ use of curricula, mindsets, self-reported practices, and school environment & 0 responses to the Follow-up Educator Survey.
0 observations of classroom instruction.
0 high quality samples of student work.
Below we have compiled the results in various sections: Participant Background and Demographics Summary, Participant Perceptions, Participant Knowledge, Teachers’ Mindsets & School Environment, School Leaders’ Mindsets & Observational Practices, Instructional Practice, and Student Outcomes.
Section 2c: Ongoing Coaching Feedback
Aggregate
All Races
In summary, we see the following % agree or strongly agree with the
above statements:
0% strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
0% strongly agree or agree that the coaches made necessary adjustments based on their needs.
0% strongly agree or agree that the coaches effectively built a safe learning environment.
0% strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.
0% strongly agree or agree that the coaching was clear.
Asian
In summary, we see the following % agree or strongly agree with the
above statements:
0% strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
0% strongly agree or agree that the coaches made necessary adjustments based on their needs.
0% strongly agree or agree that the coaches effectively built a safe learning environment.
0% strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.
0% strongly agree or agree that the coaching was clear.
Other
All Races
In summary, we see the following % agree or strongly agree with the
above statements:
0% strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
0% strongly agree or agree that the coaches made necessary adjustments based on their needs.
0% strongly agree or agree that the coaches effectively built a safe learning environment.
0% strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.
0% strongly agree or agree that the coaching was clear.
Asian
In summary, we see the following % agree or strongly agree with the
above statements:
0% strongly agree or agree that the coach seemed fully prepared for the coaching sessions.
0% strongly agree or agree that the coaches made necessary adjustments based on their needs.
0% strongly agree or agree that the coaches effectively built a safe learning environment.
0% strongly agree or agree that the coaches demonstrated deep knowledge of the content they coach.
0% strongly agree or agree that the coaching was clear.
Section 3: Participant Knowledge/Self-Reported Practices Assessments
For most PL courses, Teaching Lab administers a pre- and post- content knowledge or self-reported practice assessment. Below the pre and post averages are visualized by assessment.
Results
Section 4: Teachers’ Mindsets & School Environment
Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on teachers’ mindsets, perception and use of curricula, and perceptions of school culture and climate.
Section 4a: Teacher - Mindsets
Teachers responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.
The following are average scores by item calculated by the weighted quintile multiplied by a ratio on the scale of 0-1. Higher scores are better
See here for an example.
Overall
Recognition of Race & Culture
High Expectations
Growth Mindsets
Section 4b: Teachers - Perceptions and Use of Curricula
Teachers responded about the different curricula they use regularly and the most often. Overall we see the following results.
Aggregate
Math
Teachers responded about the different curricula they use regularly and the most often. For math we see the following results.
ELA
Teachers responded about the different curricula they use regularly and the most often. For ELA we see the following results.
Other
Teachers responded about the different curricula they use regularly and the most often. For “other” (non-math or ELA) subjects we see the following results.
Section 4c: Educators’ Perceptions of School Culture and Climate
Teachers’ Perceptions of School Leaders and CBPL
Teachers responded to items about their perceptions of school leaders and PL environment.
Teachers’ Perceptions of School Environment
Teachers responded to items about their school environment.
Section 5: School Leaders’ Mindsets & Observational Practices
Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on school leaders’ mindsets and self-reported observational practices.
Section 5a: School Leaders - Mindsets
School leaders responded to several items about mindsets, related to recognizing race and culture, the need for remediation, high expectations for all students, and growth mindsets on a 5-point Likert scale. Composite measures were created for each construct by reverse coding some items and then averaging responses across items. In this way, higher scores correspond to holding equitable mindsets.
Overall
Recognition of Race & Culture
High Expectations
Growth Mindsets
Section 5b: School Leaders - Observational Practices
School leaders responded to items about the focus of their observational practices.
Section 6: Teachers’ Instructional Practices
Teachers report on their instructional practices in the Educator Survey and some are observed by Teaching Lab staff.
Section 6a: Teachers’ CRSE Self-Reported Practices
Participants complete Teaching Lab’s Educator Survey twice a year: at the beginning and end of their participation in PL. The survey collects data on self-reported culturally responsive and sustaining education (CRSE) practices.
Section 6b: Direct-to-Teacher Coaching Observations
Teaching Lab has the opportunity to observe some participants over the course of their participation in PL. Below are the results of the initial classroom observations conducted using the IPG Math and ELA Tools, in addition to the FSOT. Ratings of 3 and 4 on 4-point Likert scales and Yes on a Yes/No items were considered positive.
Overall Positive Indicators
Math
ELA
K-2 ELA
Section 6c: Instructional Walkthroughs
Below are data from observations conducted for the purpose of building school leader capacity to conduct instructional walkthroughs.
Math
ELA
K-2 ELA
Section 7: Student Outcomes
Some teachers will administer a student survey to at least one of their groups. Using 5-point Likert-type scales, students will respond to items related to their teachers’ engagement in CRSE practices, teacher-student relationships, self-efficacy, happiness and sense of belonging, and being challenged. No data yet, but soon to come!
Section 7a: Student Learning Experiences
CRSE
Teacher-Student Relationships
Self Efficacy
Happiness and Belonging
Being Challenged
Section 7b: % On Grade Level
Section 7c: Student Performance on Grade-Level Tasks
Section 8: Partnership Opportunities Moving Forward
Summer PL
What activities would you want your teachers and educators to invest their time and effort in future professional learning experiences?
Would you prefer for future professional learning support to be virtual, in-person, or hybrid?
info@teachinglab.org